This paper argues that teachers' mental lives represent the ‘hidden side’ of teaching. It examines how teacher learning and teacher knowledge, as central attributes of those mental lives, have been conceptualized and studied since 1975 and traces connections to similar work in English language teaching (ELT)In this paper, I use the phrase ‘English language teaching,’ or (ELT), to refer to the teaching of English as a second, additional, or foreign language, known in the US as TESOL. I recognize that the phrase ELT is a bit problematic in that in the United States it can be taken to refer to English as mother tongue or first language instruction (language arts), while in Europe it would seem to be more accurately applied in this case.. While the majority of literature reviewed is drawn from the north American perspective, parallels are sketched in some of the emerging research in ELT teacher education. The analysis examines four broad families of issues: how teachers learn content and teaching practices, how teachers' mental processes are conceived, the role of prior knowledge in learning to teach, and the role of social and institutional context. Taken together, research in these areas suggests implications for the design and practice of teacher training and professional development in Second language teacher education.

02–180 Babaii, Esmat and Ansary, Hasan (Shiraz U., Tehran, Iram; Email: [email protected]). The C-test: a valid operationalization of reduced redundancy principle? System (Oxford, UK), 29, 2 (2001), 209–19.

02–216 Cooke, David (York U., Toronto, Ontario, Canada). Lives on hold: ESL in a restructured society. TESL Canada Journal / La Revue TESL du Canada (Burnaby, B.C.), 18, 2 (2001), 65–77.

02–195 Biechele, Barbara, Böttcher, Dagmar and Kittner, Ralf (Friedrich-Schiller Universität, Jena, Germany). Ausgewählte Ergebnisse einer empirischen Untersuchung zu subjektiven Theorien. Erfahrungen von DaF-Studierenden in Bezug auf (neue) Medien und Lernen. [Selected results of an empirical study of subjective theories. Experiences of GFL students in relation to new media and learning.] Info DaF (Munich, Germany), 28, 4 (2001), 343–68.

02–1 Aitsiselmi, Farid (U. of Bradford, UK; Email: [email protected]). Acquiring French by electronic mail. Francophonie (Rugby, UK), 23 (2001), 15–19.

02–89 Allwright, Dick (U. of Lancaster, UK). Learning (and teaching) as well as you know how: why is it so very difficult? Odense Working Papers in Language and Communication (Odense, Denmark), 22 (2001), 1–41.

02–207 Brohy, Claudine (Institut de Recherche et Documentation Pédagogique (IRDP), Neuchâtel, Switzerland; Email: [email protected]). Generic and/or specific advantages of bilingualism in a dynamic plurilingual situation: the case of French as official L3 in the School of Samedan (Switzerland). International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 4, 1 (2001), 38–49.

02–145 Acuña, Teresa (Université Nationale du Comahue Argentine, Argentina; Email: [email protected]). Le passage des processus de bas niveau aux processus de haut niveau dans l'élaboration d'une représentation du texte. [The interaction between low- and high-level processes in building a text representation.] Aile (Paris, France), 13 (2000), 41–66.

Short annotations of recent publications, which aim to be informative and objective but not critical, together with a list of books and materials received.

Gimson's Pronunciation of English (6th edn.): a comprehensive description of the language, for students and teachers of English pronunciation and intonation; substantially revised and updated. Alan Cruttenden. Arnold, 2001. ISBN 0 340 75978 X, £18.99, pb.

The following periodicals are regularly scanned in compiling the abstracts, although it should be noted that not every issue of a periodical that is scanned will be represented in every volume of Language Teaching. The majority of the periodicals are held in the CiLT (Centre for Information on Language Teaching and Research) Library in London, UK (see address on inside front cover), together with additional publications such as newsletters and bulletins which are scanned but rarely contain abstractable articles. A complete list may be obtained from the CiLT Librarian; or is available on the web at:

http://www.cilt.org.uk/irs/periodic.htm

The editor is very pleased to have new (or neglected!) periodicals brought to her attention.

An Empirical Grammar of the English Verb System: this volume complements the author's previous (1995) grammar on modal verbs, the two books together aiming to present a new and comprehensive account of the English verb system. Dieter Mindt. Cornelsen, 2000. ISBN 3 464 37110 7, pb.

All Things Considered: Advanced Reader of Modern Chinese: a modern Chinese language textbook designed to bridge the gap between intermediate and advanced Chinese; one section comprises 12 dialogues, the other a selection of recent newspaper articles about contemporary Chinese society. Chih-p'ing Chou, Yan Xia & Meow Hui Goh (eds.). Princeton University Press, 2001. ISBN 0 691 09048 3, US$39.50, pb.